Trial reportJournal of athletic training
An evidence-based practice educational intervention for athletic trainers: a randomized controlled trial.
Trial report in Journal of athletic training. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers, 2 of them syntheses that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
8 citing papers in PubMed, 2 syntheses or guidelines pooled it, 28 citations in OpenAlex.
- Do studies of interventions to improve laypeople's critical thinking about health choices assess potential harms? A systematic review.BMJ open · 2026Pooled it
- Educational interventions to improve people's understanding of key concepts in assessing the effects of health interventions: a systematic review.Systematic reviews · 2018Pooled it
- Improving Athletic Trainers' Knowledge of Clinical Documentation Through Novel Educational Interventions: A Randomized Controlled Trial.Journal of athletic training · 2024Trial
- Analyzing the effectivity of evidence-based practice in health science higher education: a narrative review.Sao Paulo medical journal = Revista paulista de medicina · 2025Review
- Athletic Trainers' Beliefs About and Implementation of Evidence-Based Practice.Journal of athletic training · 2016Article
- Future directions of evidence-based practice in athletic training: perceived strategies to enhance the use of evidence-based practice.Journal of athletic trainingArticle
- Alternative Allied Health Care Providers: Athletic Trainers Educating Stakeholders to Improve HPV-Related Infections.Journal of primary care & community healthArticle
- Perceived outcomes of web-based modules designed to enhance athletic trainers' knowledge of evidence-based practice.Journal of athletic trainingArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors at 3 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
contextAs evidence-based practice (EBP) becomes a necessity in athletic training, Web-based modules have been developed and made available to the National Athletic Trainers' Association membership as a mechanism to educate athletic trainers (ATs) on concepts of EBP.
objectiveTo assess the effect of an educational intervention on enhancing knowledge of EBP among ATs.
designRandomized controlled trial.
settingWeb-based modules and knowledge assessment. PATIENTS OR OTHER
participantsA total of 164 of 473 ATs (34.7% response rate), including professional athletic training students, graduate students, clinical preceptors, educators, and clinicians, were randomized into a control group (40 men, 42 women) or experimental group (33 men, 49 women). INTERVENTION(S): Ten Web-based modules were developed that covered concepts involved in the EBP process. Both groups completed the Evidence-Based Practice Knowledge Assessment before and after the intervention phase. During the intervention phase, the experimental group had access to the Web-based modules for 4 weeks, whereas the control group had no direct responsibilities for the investigation. The knowledge assessment consisted of 60 multiple choice questions pertaining to concepts presented in the 10 modules. Test-retest reliability was determined to be good (intraclass correlation coefficient [2,1] = 0.726, 95% confidence interval = 0.605, 0.814). MAIN OUTCOME MEASURE(S): Independent variables consisted of group (control, experimental) and time (preassessment, postassessment). Knowledge scores were tabulated by awarding 1 point for each correct answer (maximum = 60). Between-group and within-group differences were calculated using a 2 × 2 repeated-measures analysis of variance (P ≤ .05), post hoc t tests, and Hedges g effect size with 95% confidence intervals.
resultsWe found a group × time interaction (F₁,₁₆₂ = 26.29, P < .001). No differences were identified between the control (30.12 ± 5.73) and experimental (30.65 ± 5.93) groups during the preassessment (t₁₆₂ = 0.58, P = .84). The experimental group (36.35 ± 8.58) obtained higher scores on the postassessment than the control group (30.99 ± 6.33; t162 = 4.55, P = .01). No differences were identified among time instances within the control group (t₈₁ = 1.77, P = .08); however, the experimental group obtained higher scores on the postassessment than the preassessment (t₈₁ = 7.07, P < .001).
conclusionsAn educational intervention consisting of 10 Web-based modules was an effective mechanism to increase knowledge of foundational EBP concepts among ATs. However, it is not known whether ATs are integrating EBP into daily clinical practice. Researchers should determine whether increased knowledge of EBP affects the daily clinical decision making of ATs.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.